World Languages
Prince William County Public Schools
Introduction to World Languages
Mission
The Introduction to World Languages course will provide students the knowledge and skills through
exploration of a variety of languages and cultures to enable them to actively participate in today’s 21st Century
global community in positive and productive ways.
In order to achieve this mission, we believe it is important for students to:






gain an appreciation and respect for their own culture and the world beyond their community
have the opportunity to satisfy their natural curiosity and need to explore the world around them based
on their interests
understand the connections between English and other languages
develop communication skills which will empower them to connect with peers around the world
explore a variety of languages in a safe, fun, and student-friendly environment
become eager explorers and life-long leaners of languages
Course Description
Through this non-credit, elective nine, twelve or eighteen week course, students will explore the study of
several languages to include Latin, French, Spanish, one non-Roman alphabet language such as Japanese, and
one other language such as German or Italian if time allows and as aligned with the courses offered in feeder
high schools. Emphasis is on providing students the foundations and connections of languages of the world,
basic interpersonal communication skills, and cross-cultural perspectives of the speakers of each language and
where they live.
Students will “travel” to different corners of the world and learn how to be positive global ambassadors of
their schools and understand how language study enhances their English skills, reinforces interdisciplinary
knowledge, and sets the foundation for them to be life-long learners of languages. The overarching goal is to
provide students opportunities to explore languages prior to selecting one language to formally study for high
school credit.
The course may be offered in various middle schools based on student interest and scheduling possibilities.
A Division-wide prescribed curriculum was developed by some middle school teachers under the supervision
of Carol Bass in the summer of 2012 and was first piloted at Marsteller Middle School during the 2012-13
school year. The curriculum has been revised each summer since then by a committee of middle school
teachers whose schools are or were considering offering the course in order to ensure its alignment with the
best research-based practices for middle school and based on the lessons learned from the pilot
implementation. For example, all teachers on the committee were required to read an article written by Dr.
Paul Sandrock and Elizabeth Webb entitled, “Learning Languages in Middle School” published in 2003 as a
position paper for the National Association of District Foreign Language Supervisors since the messages
represent the tenants that our profession endorses for this level of study.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Curriculum
The curriculum of the course is based on six required thematic units of study and the scope and sequence is
based on the logical sequence of study that provides students essential understandings that transfer to all
languages they will study both in this course and in additional languages they may study in the future. The
recommended length of study may vary depending on whether the course is designed for 9, 12, or 18 weeks;
however, the order of the first three units is mandatory. The study of French and Spanish may be switched
depending on the major language of the teacher.
Key Resources
The recommended main resource is a textbook designed for middle school students called, Invitation to
Languages, produced by McGraw Hill, 2007 and with whom we have an approved annual contract by the
Purchasing Department in order to secure a special price and some free ancillary materials. It is recommended
for each school to have a classroom set of textbooks. The CDs include authentic speakers of each language
who provide the audio portions of the dialogues and vocabulary for students to model. The CDs also eliminate
the need for a teacher to know all of the languages taught; however, the teacher is recommended to be a
certified and trained world language teacher who knows second language acquisition and how to help students
understand the realities of the formal study of a language.
Teachers have also identified many internet and digital resources within the curriculum as co-curricular core
materials to ensure authentic and current high interest readings and visuals for all languages studied.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Thematic Units
Communication
and Language
Families
Culture
The Latin
Language: Then &
Now
Essential Questions
















Spanish





French






Japanese






Optional: Italian or
German


What is communication?
How do we communicate?
How are the forms of communication similar or different?
What is language?
How are the languages of the world related?
What is culture?
What are subcultures?
How does culture influence people?
What are the facets of cultural identity?
What cultures do I belong to and how do they influence me?
How are we perceived by other cultures and how do we perceive them?
What are the origins of Latin?
How did Latin reach various corners of the world?
How did Latin evolve to influence the modern romance languages?
How can I use Latin to enhance my knowledge of English and other
disciplines?
What are the ancient Roman cultural products, practices, and perspectives and
how do they influence our lives today?
How and why did Spanish evolve from Latin?
How did Spanish reach various corners of the world?
How can I use Spanish to enhance my knowledge of English and other
disciplines?
What are Spanish cultural products, practices, and perspectives and how do
they influence our lives today?
How can I enhance my relationship with others and my future through the
study of Spanish?
How can I communicate appropriately with native speakers of Spanish?
How and why did French evolve from Latin?
How did French reach various corners of the world?
How can I use French to enhance my knowledge of English and other
disciplines?
What are Francophone cultural products, practices, and perspectives and how
do they influence our lives today?
How can I enhance my relationship with others and my future through the
study of French?
How can I communicate appropriately with native speakers of French?
How is the evolution of Japanese unique?
How is Japanese different from the Romance languages?
How can I use Japanese to enhance my knowledge of English and other
disciplines?
What are some Japanese cultural products, practices, and perspectives and how
do they influence our lives today?
How can I enhance my relationship with others and my future through the
study of Japanese?
How can I communicate appropriately with native speakers of Japanese?
Similar to the modern languages of French and Spanish
Introduction to World Languages March 2015
Pacing
2 Weeks or
7.5 Hours
2 Weeks or
7.5 Hours
2 weeks or
7.5 hours
3 Weeks or
11.25 Hours
3 Weeks or
11.25 Hours
1 Week or
3-6 Hours
TBD by
Schedule
World Languages
Prince William County Public Schools
Acknowledgement of Introduction to World Language Curriculum Development Committee/s
The following teachers contributed to the development of the course.
Committee 2011
Linda McGuigan, Stonewall High School, Coordinator
Jamie Arredondo, Bull Run Middle School
Eileen Bell, Godwin Middle School
Gilta Engman, Lake Ridge Middle School
Valeria Foarce, Godwin Middle School
Heather Greene, Marsteller Middle School
Peggy Hyde, Gainesville Middle School
Committee 2012
Linda McGuigan, Stonewall High School, Coordinator
Jamie Arredondo, Bull Run Middle School
Valeria Foarce, Godwin Middle School
Heather Greene, Marsteller Middle School
Peggy Hyde, Gainesville Middle School
Pam Hunt, Graham Park Middle School
Committee 2013
Heather Greene, Marsteller Middle School
Pam Hunt, Graham Park Middle School
Committee 2014
Kelly Cordova, Bull Run Middle School
Kristen Fort, Pennington Traditional School
Heather Greene, Marsteller Middle School
Pam Hunt, Graham Park Middle School
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
Communication and Language Families
AP Theme(s): IB Themes
Global Challenges and Contemporary Life
Pacing Guidelines:
2 Weeks or 7.5 Hours
Thematic Unit/Topics:
Communication and Language Families
Virginia SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Products
 Practices
 Perspectives
 Connections
 Comparisons
 Communities
Essential Questions:
NSOL 5.1, 5.2: VASOL I.12
The student will explore stimulations in which to apply target-language skills and cultural knowledge
beyond the classroom setting for recreational, educational, and occupational purposes.
V.A.4: Develop an awareness of employment possibilities for those who are able to communicate in
another language.





What is communication?
How do we communicate?
How are the forms of communication similar or different?
What is language?
How are the languages of the world related?
Introduction to World Languages March 2015
World Languages
Outcomes/
Objectives/Learning Targets:


SWBAT:








Vocabulary:




Formative Assessments:








Prince William County Public Schools
Define communication and language
Identify the different methods of communication such as: verbal, non-verbal (gestures, signs, and
body language) and written
Identify languages and language families of the world
Discover characters or alphabets of language families
Briefly describe the evolution of languages and how the languages within a family are related
Explain how initial sounds of children’s first languages transcend all languages
Recognize the importance of tone and how it relates to your language and others
Realize pitfalls and inaccuracies of translations (personal & digital)
Communication
Methods of Communication:
 Spoken or Written Language
 Gestures
 Body Language
 Sounds
 Signs
 Symbols
Language Families
Intonation
Loaned/borrowed words
Cognate
Given the word “hello” in 15 different languages, students will identify the language that each
“hello” belongs to, before going over the correct answers students will compare their answers to
those of their partner.
Activities C and D on page 6 of the text, Invitation to Languages
Activity E, on page 7 of the text, Invitation to Languages
Activity F, Teacher-led Pictionary, page 7 of the text, Invitation to Languages
Students will read about the history of language in the text, Invitation to Languages, beginning on
page 8 and ending on page 10, right before, “Language Families”
Activities A and B on page 13 of the text, Invitation to Languages
Borrowing Words, page 18 of the text, Invitation to Languages
Borrowed Words “English”, page 19 of the text, Invitation to Languages
Introduction to World Languages March 2015
World Languages


Prince William County Public Schools
Activities A and B on page 19 of the text, Invitation to Languages
Identify methods of communication in correct and appropriate contexts
Summative Assessments/
Integrated Performance
Assessment
Interpretive:
Interpersonal:
Strategies and Resources
Resources:
Strategies:

Textbook, Invitation to Languages, pages 2-19

Online Resources—Websites
http://mandarin.sdcoe.net/la1.html
An in-depth definition of language, its subsets, and facts
about language acquisition.
\http://pandora.cii.wwu.edu/vajda/ling201/test4materials
ChildLangAcquisition.htm
Basic information regarding first language acquisition. This
information could be used for a warm-up or exit slip.
http://www.omniglot.com/writing/alphabets.htm
Includes a definition of an alphabet along with some writing
samples from different alphabets.
http://britishexpats.com/wiki/Canada_english_words
A comparison of British English and Canadian English. This
can be used to form an activity comparing terms used in
American English to terms used in British and/or Canadian
English.
http://aboutworldlanguages.com/language-families
A closer look at the different language families of the world.
Introduction to World Languages March 2015

Presentationa
l:
General Strategies—
Working with partners
Working with groups
T-charts
World Languages

Prince William County Public Schools
Online Resources—Videos
http://www.youtube.com/watch?v=atI-JPGcF-k
A video by Vsauce, giving a brief history of the origins of the
English language and dialect.
http://www.youtube.com/watch?v=1w6uQIXC1aI
A video by Mental Floss, examining in an expedited fashion,
regional slang in American, British, and Canadian.
 http://www.bbc.co.uk/languages/guide/
Statistics and facts about languages. Check sample web
page in Curriculum Notebook
 http://greatlanguagegame.com
A game that asks players to identify languages spoken by
native speakers. Includes statistics of 78 languages. Check
lesson guide sheet before using the video game to help
identify unknown languages and places where they are
spoken. Outcome: The value of listening for sounds and
language family similarities.
 http://www.ethnologue.com/statistics/size
Ethnologue Language Statistics and Demographics
See page from web site for example of information in
Curriculum Notebook

ACTFL Facts about English

Venn diagram of similarities and differences in forms
of communication among cultures
Search for You Tube or video clips of intonation its
impact on communication

https://www.youtube.com/watch?v=rTDpcvJ7-og
Intonation or Grammar - Which gives More Meaning?
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
https://www.youtube.com/watch?v=tzh3Owutf5Y
Introduction to Intonation
Native English speakers convey meaning in their sentences with
pitch -- the ups and downs and the musical notes of their
sentences. Learn how to avoid being monotone, and go beyond
correct grammar and vocabulary to express yourself clearly.
https://www.youtube.com/watch?v=g2bHdXcszJ4
PART ONE of a lesson in FOUR parts. Topic: Falling and Rising
Intonation. Part ONE explains what intonation is in general and
presents the first intonation pattern: falling intonation. Levels:
intermediate to advance.
https://www.youtube.com/watch?v=mh5f0oWChJM
context and intonation are very important, so pay attention and
move on
https://www.youtube.com/watch?v=OuzS6uXR0Hk
Problems with English pronunciation FUNNY
Hi, I just found this very nice lesson plan using a Prezi presentation. It was
made for teaching the concept to a 4th grade ESL class so it is on an
appropriate level and it includes some short interactive activities interactive
as a follow lesson to the video(s). Take a look: Jamie Arredondo
http://prezi.com/r-ir_l9vf997/copy-of-lesson-plan-intonation-in-enhancingpronunciation/
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
Culture
AP Theme(s):
Beauty and Aesthetics, Global Challenges, and Personal and Public
Identification
Pacing Guidelines:
2 Weeks or 7.5 Hours
Thematic Unit/Topics:
Culture
Virginia SOL:
NSOL 4.1; VASOL I.10
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Products
 Practices
 Perspectives
 Connections
 Comparisons
 Communities
The student will demonstrate understanding of the significance of culture through comparisons
between the cultures studied and the cultures of the United States.
Comparisons
IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other
cultures.
IV.B.2: Demonstrate an awareness of the unique elements of the students’ own culture.






Essential Questions:
Outcomes/
Objectives/Learning Targets:
What is culture?
What are subcultures?
How does culture influence people?
What are the facets of cultural identity?
What cultures do I belong to and how do they influence me?
How are we perceived by other cultures and how do we perceive them?
 Understand the meaning of culture (products, practices, perspectives)
Introduction to World Languages March 2015
World Languages
SWBAT:
Vocabulary:
Formative Assessments:
Learning Tasks/Activities
Need more resources to
support targets







Prince William County Public Schools
Discuss and explain the iceberg metaphor and how it relates to culture
Explain the impact culture has on identity
Explain how culture influences oneself and family
Give examples of bicultural and multicultural experiences of your own and of others
Demonstrate how cultures are the same and different
Identify stereotypes, positive and negative
Understand that differences in culture do not equate to superiority or inferiority










Culture
Subculture
Bicultural and multicultural
Stereotypes
Heritage
Ethnic/Ethnicity
Traditions
Customs
Culture Shock
Superior vs. Inferior
 In a group or with a partner, students will discuss how they would define “American” culture to a
foreign-exchange student preparing to study abroad in the United States. What defines us as
Americans overall: cuisine, dress, concept of time, usage of space, and independence vs. dependence.
Document:
 In groups of 3 or 4 students brainstorm, at least 6, stereotypes of boys and girls and record their
stereotypes on the gingerbread girl and gingerbread boy sheet. Students will then identify whether
the stereotypes are positive or negative.
 Where is my family from? Students will interview a parent and/or grandparent to find out when
and where their family immigrated to the United States. Students will then use this information in
addition other information to draw pictures or make a collage from magazines or newspapers that
represent their culture(s)/heritage(s). Students will then be assigned a partner and each student
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
will record the differences and similarities between their representations of their culture. The
purpose of this assessment is to help students realize the impact that culture has on their identity.
Document:
“God Grew Tired of Us: The Story of The Lost Boys of Sudan”—Documentary by National Geographic
http://www.youtube.com/watch?v=DYCA6g9bNg0
 Part I: Students will watch a selection of the documentary produced by National Geographic on a
group of Sudanese men becoming acclimated to American culture. During the video, students will fill
out a listening log identifying shocking encounters with the American culture.
Document:
 Part II: Students will research the Sudanese culture by using CultureGrams. They will then share
their ideas on the culture with the class and what the Sudanese men will have to do to assimilate to
their new environment. A discussion will follow regarding superior vs. inferior cultures.
Document:
Summative Assessments/
Integrated Performance
Assessment
Interpretive:
Interpersonal:
Strategies and Resources:
Resources:
Strategies:
 Culture Is An Iceberg —
 General Strategies—
This is a document featuring images obtained
from the internet to help explain the metaphor,
“Culture is an iceberg.”
Icebergs can be made for Spanish, French, and
Japanese to help students understand the culture(s)
associated with each language and the information
about each culture that falls above and below the
surface.
Introduction to World Languages March 2015
Presentational:
Working with partners
Working with groups
T-charts
Researching with CultureGrams
World Languages
Prince William County Public Schools
 “God Grew Tired of Us: The Story of The Lost
Boys of Sudan”—Documentary by National
Geographic—
A 5 minute selection from the documentary
provides student of examples of several cultural
differences and similarities between the American
and Sudanese cultures. This video also opens
discussion on assimilation and superior vs. inferior
cultures.
http://www.youtube.com/watch?v=DYCA6g9bNg0
Strategies and Resources
Resources
 Vocabulary and Definitions—Culture Unit—
This document provides teachers with the
definitions and sources of each vocabulary word
featured in this unit.
Culturegrams
Free subscription through ESOL Office for all
parents, students, and staff in PWCS
http://online.culturegrams.com
 School Username: princewm
 School Password: county
 Remote Username: princewmr
 Remote Password: county
Introduction to World Languages March 2015
Strategies
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
The Latin Language
AP Theme(s):
Global Challenges, Contemporary Life, Personal &
Identification, and Beauty & Aesthetics
Public
Pacing Guidelines:
2 Weeks or 7.5 Hours
Thematic Unit/Topics:
The Latin Language: Then & Now
Virginia SOL
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Products
 Practices
 Perspectives
 Connections
 Comparisons
 Communities
IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other
cultures.
V.A.1: Share words and phrases from other languages encountered in the community.
II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking
leave of members of the target culture.
II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.
II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.
II.C.2: Identify contributions of the target culture.
II.C.3: Identify behavioral, linguistic, social, and geographical factors that affect culture.
III.A.1: Create projects on cultural and academic topics using information acquire in other disciplines,
such as social studies, language arts, and the arts.
III.B.1: Practice appropriate reading and listening strategies learned from other disciplines.
III.B.2: Apply skills learned in the foreign language classroom to other content areas.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
III.C.1: Make simple presentations in the target language using skills acquired in other disciplines such
as reading, public speaking, art, writing, culinary arts, and music.
III.C.2: Present information on cultural and academic topics in English using skills acquired in other
disciplines.
IV.A.2: Recognize similarities in structural patterns of English and other languages and the target
language and use this awareness to derive meaning.
IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own
cultures.
Essential Questions





What are the origins of Latin?
How did Latin reach various corners of the world?
How did Latin evolve to influence the modern romance languages?
How can I use Latin to enhance my knowledge of English and other disciplines?
What are the ancient Roman cultural products, practices, and perspectives and how do they
influence our lives today?
Outcomes/
Objectives/Learning Targets:









Compare the alphabets of Latin and English
Greet others informally and formally
Use common verbal expressions in the appropriate context
Count in Latin by ones 1-20 and by 10s from 10 to 100
Identify and use Roman Numerals
Identify Latin Roots, Prefixes, and Suffixes
Compare word order of Latin to that of English
Review basic history of Latin as well as ancient Rome and its contributions to modern-day society
Describe the role that Latin plays in understanding English and aspects of the 21st century
SWBAT:
Vocabulary:
 Latin Alphabet
 Basic Greetings
Introduction to World Languages March 2015
World Languages








Formative Assessments:
Summative Performance
Assessment:
Strategies and Resources
Prince William County Public Schools
Latin Numbers, 1-100
Roman Numerals…I, V, X, L, C, D, M
Gladiators, Circuses, Colosseum, and Mythology
Gender (masculine; feminine)
Number (singular; plural)
Cognate
Stem
Derivatives
 Practicing Latin in the Oral and Written Forms
 Reading and Understanding Simple Phrases
 Using Context Clues to Identify the Meaning from Latin Realia
Resources:
Textbook: Invitation to Languages, Pages 204-224
http://www.glencoe.com/
http://www.uncg.edu/cla/myth/romgods.html
http://gwydir.demon.co.uk/jo/roman/
http://www.pantheon.org/miscellaneous/roman_vs_greek.html
The first two are for your basic Olympians; I use the name Bacchus more than Liber,
though. The third site I recommend if you have more time or if you have students
enrolled in the class a second time - this allows students to discover an array of minor
gods and goddesses. (Kristen Fort)
Series of Mr. Craft Power Points
 Classroom Commands
 Days of the Week/Weather
 Latin Numbers and Derivatives
Introduction to World Languages March 2015
Strategies:
World Languages
Prince William County Public Schools
 Rome
Note: Hard copies of the power points are in the Curriculum Notebooks;
active powerpoints are on PWCS World Languages SchoolFusion web page
 Quick Reference for French in Teacher Resource Section of Intro to WL
curriculum notebook– to be developed
Add:
 https://www.youtube.com/watch?v=_gvcnQtY5YI
Horrible Histories, Roman Dining:
 http://www.timeanddate.com/calendar/roman-calendar.html
An explanation of the first Roman calendar and how it evolved to the Julian calendar.

Pam’s dialogue comics (See Curriculum Notebook

Record Latin pronunciation by Kristen Fort

http://www.watchknowlearn.org/Category.aspx?CategoryID=1328
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
Spanish
AP Theme(s):
Global Challenges, Contemporary Life, Personal &
Public Identification, and Beauty & Aesthetics
Pacing Guidelines:
3 Weeks or 11.25 Hours
IB Theme(s):
Spanish
Thematic Unit/Topics:
Where in the world, is… (Insert school mascot with a traditional Spanish name)?
Learning a language is a new experience that will expose you to food, music, celebrations and other aspects of cultures around the world.
Learning a foreign language can boost student’s confidence. Students will develop strategies for listening, speaking, reading and writing
skills as well learning about many different cultures. Taking a foreign language can enrich live taking you to places while at the same time
helping you with your native language. Spanish is the second most common language in the US, and the third most common in the world.
Spanish is also spoken in Mexico, Central America, the Caribbean, South America and Spain.
Virginia SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Connections
 Comparisons
 Communities
Introduction to World Languages March 2015
World Languages
PWCS SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Connections
 Comparisons
 Communities
Prince William County Public Schools
Communication:
I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of
courtesy both orally and in writing.
I.A.2: Express descriptions.
I.A.3: Initiate close brief oral and written exchanges in the target language.
I.B.1: Identify main ideas and some details when listening and reading in the target language.
I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among
statement, questions, and exclamations.
I.C.1: Present simple rehearsed material illustrating everyday situations.
I.C.2: Provide simple information in spoken or written form drawn from personal experience.
I.C.4: Demonstrate increasing attention to accuracy in both spoken and (some) written language.
PWCS SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational




Cultures
Connections
Comparisons
Communities
Cultures:
II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking
leave of members of the target culture.
II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.
II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.
II.C.2: Identify contributions of the target culture.
II.C.3: Identify behavioral, linguistic, social, and geographical factors that affect culture.
II.C.4: Identify countries, major cities and geographical features and why they are important.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
PWCS SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Connections
 Comparisons
 Communities
Connections:
III.A.1: Create projects on cultural and academic topics using information acquire in other disciplines,
such as social studies, language arts, and the arts.
III.B.1: Practice appropriate reading and listening strategies learned from other disciplines.
III.B.2: Apply skills learned in the foreign language classroom to other content areas.
III.C.1: Make simple presentations in the target language using skills acquired in other disciplines such
as reading, public speaking, art, writing, culinary arts, and music.
III.C.2: Present information on cultural and academic topics in English using skills acquired in other
disciplines.
Comparisons:
IV.A.2: Recognize similarities in structural patterns of English and other languages and the target
language and use this awareness to derive meaning.
IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own
cultures.
IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other
cultures.
Communities:
V.A.1: Share words and phrases from other languages encountered in the community.
V.A.3.: Utilize accessible target-language resources within the community and media for educational
recreation purposes.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Essential Questions:
What are the origins of the Spanish language?
How did the Spanish language spread?
How can I enhance my relationship with others through the Spanish language?
What are the basic components of the Spanish cultures throughout Spain and the Latin American
countries?
Outcomes/
Objectives/Learning Targets:
SWBAT:
Outcomes/
Objectives/Learning Targets:
SWBAT:
 Compare the alphabets of Spanish and English
 Use greetings and farewells; and be able to address people in the L2.
 Students will become familiar with the basic skills involved in speaking, listening, reading and
writing in Spanish with comprehension.
 Develop an awareness of the history and geography of countries in which Spanish is the primary
language. Students will also become familiar with the customs of Spanish–speaking community.
 Students will be able to exchange phone numbers, to use numbers correctly in simple mathematical
expressions and sentences, count money and tell how much something costs
 Pronounce and spell days of the week and months of the years in Spanish and to use them
appropriately in giving dates orally and written.
 Discuss the weather and recognize the seasons.
 Students will be familiar with the variety of countries in the Spanish-speaking world and will be
introduced to the number and density of Hispanic communities in the US. An example of Spanishspeaking country is Mexico, with the largest Spanish–speaking population in the world and our
closest Hispanic neighbor.
 Students will learn the necessary skills to become lifelong language learners. They will develop their
own intuition, and foster the confidence necessary for using newly acquired language. Exposure to a
second language creates new pathways in the brain. All of this will serve to build a strong
foundation for future fluency in any language the student chooses to continue studying.
Introduction to World Languages March 2015
World Languages
Vocabulary:











Formative Assessments:
(still working on)
Summative Assessments/
Integrated Performance
Assessment
Prince William County Public Schools
Alphabet…El Alfabeto
Greetings and Useful Expressions…Hola, Buenos días, Buenas Tardes, Buenas Noches, Adiós, Hasta
luego, hasta mañana, nos vemos, ¿Cómo te llamas? Me llamo …
Numbers…1-20, 30, 40, 50, 60, 70, 80, 90, 100, et 1.000 el Número de teléfono
Days of the Week…lunes, martes, miércoles, jueves, viernes, sábado, domingo
Months …enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre,
diciembre
Weather…Hace sol, hace calor, hace frío, llueve, nieva, hace viento, está nublado…
Colors…rojo(a), anaranjado(a)/naranjo(a),amarillo(a),verde, azul, violeta, marrón, negro(a),
blanco(a), rosa/rosado
Various Foods…el pan, la torta, la hamburguesa, la fruta, el helado, la ensalada, el queso, el refresco,
un vaso de agua, y las papas fritas.
Estar with greetings
Present tense of ser with days of the week, dates…
Present tense of Tener with age
Interpretive:
The learner will understand and
interpret written and spoken
language on a variety of topics in
the target language.
 Demonstrate understanding
of words, phrases, and
sentences from simple oral
and written texts dealing
with basic personal and
social needs.
Interpersonal:
The learner will engage in
conversation and exchange
information and opinions orally and
in writing in the target language.
 Interact with teacher and peers
using standard greetings,
farewells, and expressions of
courtesy orally and in writing.
 Demonstrate understanding
of oral and written questions
about familiar topics.
Introduction to World Languages March 2015
 Use basic words and short
learned phrases during
interactions orally and in
writing.
 Ask and answer questions about
feelings using learned material
Presentational:
The learner will present
information, concepts, and
ideas to an audience of
listeners or readers on a
variety of topics in the
target language.
 Give short oral or written
presentations about
people, places, things,
and events using
everyday words and
phrases.
 Dramatize songs, simple
skits, or readings dealing
World Languages




Strategies and Resources
Prince William County Public Schools
orally and in writing.
Follow oral and written
 Engage in oral and written
directions, commands, and
requests.
conversation (e.g., face-to-face,
e-mails, letters) to exchange
Identify key words or main
essential and personal
idea(s) from oral or written
information about everyday
passages.
topics.
Make inferences from simple
oral and/or written passages  Use culturally acceptable
vocabulary, idiomatic
(e.g., conversations, dialogs,
expressions, and gestures.
narratives, advertisement
songs, rhymes, chants, and
literature) about familiar
topics.
Interpret phrases presented
with accompanying gestures,
intonation, and other visual
or auditory cues.
Resources:





Textbook: Invitation to Languages
Workbook
Audio Program
Video Program
Authentic Materials (Realia)
Introduction to World Languages March 2015
with familiar topics.
Strategies:
 General Strategies—
Working with partners
Working with groups
T-charts
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
French
AP Theme(s):
Global Challenges, Contemporary Life, Personal &
Identification, and Beauty & Aesthetics
Public
Pacing Guidelines:
3 Weeks or 11.25 Hours
Thematic Unit/Topics:
French……………..Where in the world is… your mascot (insert name of your school’s) going?
Virginia SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Products
 Practice
 Perspectives
 Connections
 Comparisons
 Communities
I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of
courtesy both orally and in writing.
I.A.3: Initiate close brief oral and written exchanges in the target language.
I.B.1: Identify main ideas and some details when listening and reading in the target language.
I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among
statement, questions, and exclamations.
I.C.1: Present simple rehearsed material illustrating everyday situations.
II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking
leave of members of the target culture.
II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.
II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.
II.C.2: Identify contributions of the target culture.
III.B.2: Apply skills learned in the foreign language classroom to other content areas.
IV.A.2: Recognize similarities in structural patterns of English and other languages and the target
language and use this awareness to derive meaning.
IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own
cultures.
IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other
cultures.
V.A.3.: Utilize accessible target-language resources within the community and media for educational
recreation purposes.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Essential Questions:




How and why did French evolve from Latin?
How did French reach various corners of the world?
How can I use French to enhance my knowledge of English and other disciplines?
What are Francophone cultural products, practices, and perspectives and how do they influence our
lives today?
 How can I enhance my relationship with others and my future through the study of French?
 How can I communicate appropriately with native speakers of French?
Outcomes/
Objectives/Learning Targets:
SWBAT:
Outcomes/
Objectives/Learning Targets:
SWBAT:
Vocabulary:








Identify where French is spoken in the world
Explore the basic sound systems of French
Recognize the importance of diacritical marks in French
Greet and say goodbye to others appropriately in informal and formal situations
Count in French using numbers 1-20; by 10’s to 100
Use expressions and phrases of politeness and etiquette
Ask simple questions and respond with information about daily life.
Understand Francophone culture in terms of products, practices, and perspectives












Alphabet
Greetings
Common expressions
Numbers
Days of the week
Months of the year
Weather
Colors
Food
Family
Francophone
Cognate
Introduction to World Languages March 2015
World Languages
Formative Assessments:
Summative
Performance Assessment
Strategies and Resources






Prince William County Public Schools
Accent (pronunciation)
Register (formal; informal)
Subject Pronoun (1st & 2nd person)
Salutation
Gender (masculine; feminine)
Idiomatic expression




Identifying Intonation
Practicing French in the Oral and Written Forms
Reading and Understanding Simple Phrases
Using Context Clues to Identify the Meaning from French Realia
 Resources:
 Textbook: Invitation to Languages, Pages 94-151
 Quick Reference for French in Teacher Resource Section of
Intro to WL curriculum notebook– to be developed
 Tennessee Bob
 http://www.utm.edu/staff/bobp/french/french.html
 (French notes, links, & activities)
 http://www.glencoe.com/
 http://www.mapsofworld.com
(historical, cultural & language facts)
 Languages Online
www.education.vic.gov.au/languagesonline/
Introduction to World Languages March 2015
Strategies:
World Languages









Prince William County Public Schools
(French & Spanish activities and games)
Francais Interactif
www.laits.utexas.edu/fi/
(Online introductory course)
Internet keyword searches –
Chansons - songs
Dessins animés – cartoons
Émissions pour enfants – t.v. shows for children
Livres pour enfants – children’s books
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Introduction to World Languages Middle School Curriculum and Pacing Guide
Japanese
AP Theme(s):
Global Challenges, Contemporary Life, Personal &
Beauty & Aesthetics
Public Identification, and
Pacing Guidelines:
1 Week or 3-6 Hours
Thematic Unit/Topics:
Japanese……………..Where in the world is… your mascot (insert name of your school’s) going?
Virginia SOL:
 Communication
 Interpretive
 Interpersonal
 Presentational
 Cultures
 Products
 Practice
 Perspectives
 Connections
 Comparisons
 Communities
I.A.1: Use formal and informal forms of address in basic greetings, farewells, and expressions of courtesy
both orally and in writing.
I.A.3: Initiate close brief oral and written exchanges in the target language.
I.B.1: Identify main ideas and some details when listening and reading in the target language.
I.B.3: Use basic gestures, body language, and intonation to clarify the message and differentiate among
statement, questions, and exclamations.
I.C.1: Present simple rehearsed material illustrating everyday situations.
II.A.1: Use the correct level of language and appropriate gestures when greeting, introducing, or taking
leave of members of the target culture.
II.B.1: Recognize how history, viewpoints, customs, traditions, and products shape the cultures studied.
II.C.1: Identify commonly held generalizations and typical behaviors that reflect the culture studied.
II.C.2: Identify contributions of the target culture.
III.B.2: Apply skills learned in the foreign language classroom to other content areas.
IV.A.2: Recognize similarities in structural patterns of English and other languages and the target
language and use this awareness to derive meaning.
IV.A.3: Discuss words, phrases, and symbols of the target language that are encountered in their own
cultures.
IV.B.1: Develop an awareness of differences in the social practices and personal interactions of other
cultures.
V.A.3.: Utilize accessible target-language resources within the community and media for educational
recreation purposes.
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Essential Questions:




How is the evolution of Japanese unique?
How is Japanese different from the Romance languages?
How can I use Japanese to enhance my knowledge of English and other disciplines?
What are some Japanese cultural products, practices, and perspectives and how do they influence our
lives today?
 How can I enhance my relationship with others and my future through the study of Japanese?
 How can I communicate appropriately with native speakers of Japanese?
Outcomes/
Objectives/Learning
Targets:
SWBAT:
Outcomes/
Objectives/Learning
Targets:
SWBAT:
Vocabulary:








Identify where Japanese is spoken in the world
Explore the basic sound systems of Japanese
Recognize how Japanese is written
Greet and say goodbye to others appropriately in informal and formal situations
Use expressions and phrases of politeness and etiquette
Ask simple questions and respond with information about daily life
Count in Japanese using numbers 1-20; by 10’s to 100
Understand Japanese culture in terms of a few major products, practices, and perspectives











Greetings
Common expressions
Numbers
Days of the week
Months of the year
Food
Register (formal; informal)
Salutation
Idiomatic expression
Tonal language
Ideograph carácter
Introduction to World Languages March 2015
World Languages
Prince William County Public Schools
Formative Assessments:
Summative Performance
Assessment
Strategies and Resources
 Practicing Japanese in the Oral and Copying some written characters
Resources:
 Textbook: Invitation to Languages, Pages 266-294
 http://www.mapsofworld.com/pages/tongues-of-world/infographic/infographic-ofjapanese/
(historical, cultural & language facts)
 https://www.youtube.com/watch?v=ShpttiWcAQY
(Japanese Gestures)
 http://www.genkienglish.net/genkijapan/menu.htm
(numbers, days, weather, months, colors songs with visuals)
 https://www.coscom.co.jp/learnjapanese101/wordcategory/basicwords_greeting.htm
l
(Pronunciation of everyday phrases with cultural notes)
Check with Robert Bowling, our Japanese teacher at Antietam Elementary School for
some specific information
Introduction to World Languages March 2015
Strategies: